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Teacher Evaluation
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Teacher Evaluation
A Comprehensive Guide to New Directions and Practices

Second Edition

May 2000 | 440 pages | Corwin
The original edition, published in August 1995, challenges current teacher evaluation and school practice. The book discusses stages of teacher choice, teacher responsibilities for evaluation, and suggests ways for teachers to become more involved and in control of their own evaluation. Combining information and techniques from his academic studies and evaluation experiences, Peterson presents a coherent, field-tested set of new practices for teacher evaluation. The revised edition adds new chapters on the role of the principal in changed teacher evaluation, how districts can transition from current practice to improved practices, the use of national standards, developments in using pupil achievement data, and puts a new emphasis on developing sociologically. The Internet as a resource for local development is encouraged (67 web sites are recommended as starting points). New resources for local development have been added from extensive field-testing and analysis; forms have been improved and district-level principles have been assembled. Substantial material has been added on the topic of responding to deficient teacher practice. Finally, the research literature has been augmented.

 
PART ONE: THINKING ABOUT TEACHER EVALUATION
 
New Directions for Teacher Evaluation
 
The Need for New Directions and Practices
 
Principles of Teacher Evaluation
 
Problems of Teacher Evaluation
 
PART TWO: MULTIPLE DATA SOURCES FOR TEACHER EVALUATION
 
Introduction to Multiple and Variable Data Sources
 
Student Reports
 
Peer Review of Materials
 
Student Achievement
 
Teacher Tests
 
Parent Reports
 
Documentation of Professional Activity
 
Systematic Observation
 
Administrator Reports
 
Teacher as Curriculum Designer, Other Unique Data and National Board of Professional Teaching Standards Licensing
 
Data Sources to Avoid
 
PART THREE: TOOLS FOR IMPROVED TEACHER EVALUATION
 
Authentic Assessment
Beyond Portfolios to Teacher Dossiers

 
 
Use of Computers in Teacher Evaluation
 
New School District Organizations, Judging Teacher Dossiers and New District Payoff Structures
 
PART FOUR: EVALUATION AND OTHER EDUCATORS
 
Hiring, Caring for and Evaluating New Teachers
 
Evaluating Administrators,Support Personnel and Other Teacher Groups
 
Evaluating Deficient Teachers
 
PART FIVE: SCHOOL DISTRICT RESPONSIBILITIES AND ACTIVITIES
 
School District Concerns
 
New Roles for Principals
 
Making the Transition from Traditional Teacher Evaluation to New Directions and Practices
 
Justifying a District Teacher Evaluation System
 
Using Teacher Evaluation

"A valuable asset for teachers, principals, superintendents, and policymakers that encompasses both the conceptual aspects of teacher evaluation and the tools needed to implement it."

Peter Airasian
School of Education, Boston College, Chestnut Hill, MA

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